department of languages applied linguistics career thesis defense welcome everybody
TRANSCRIPT
DEPARTMENT OF LANGUAGES APPLIED LINGUISTICS CAREER THESIS DEFENSE
WELCOME EVERYBODY
THESIS THEME
THE CONVERGENT AND DIVERGENT THINKING IN THE MEANINGFUL LEARNING OF THE ENGLISH LANGUAGE FOR STUDENTS OF THE THIRD YEAR OF BACHELOR AT “DR. FRANCISCO CAMPOS COELLO” PUBLIC HIGH SCHOOL IN GUAYAQUIL DURING THE FIRST QUIMESTRE OF THIS SCHOOL YEAR
PROBLEMATIZATIONDr. Francisco Campos Coello, high school
English teaching
and learning process
Methodology
Teaching class activities
Students’ performance
and motivation
Teaching resources
PROBLEM IDENTIFICATION
FEW OPPORTUNITIES FOR TEACHERS
TO INNOVATE THEIR KNOWLEDGE ABOUT TEACHING METHODOLOGY
LACK OF CLASSROOM RESEARCH IN THE FIELD OF ENGLISH TEACHING METHODOLOGY
PROBLEM SETTING
Convergent and Divergent thinking knowledge
Convergent and Divergent Methods and Techniques
Meaningful Learning Techniques Lesson Planning with Convergent and
Divergent Thinking
Lack of Convergent and Divergent
thinking activities in the English classroom
OPERATIONALIZATION OF VARIABLES
Were classified in two
VARIABLES WORKING OUT
INDEPENDENT VARIABLE
Convergent and Divergent thinking
DEPENDENT VARIABLE
Meaningful Learning in class
Contains theories, definitions, concepts
1
Belong
3
2
Belong
4
They provide the
THEORETICAL FRAMEWORK
Convergent and Divergent thinking
Styles of learning and Multiple Intelligences
Techniques and Activities
(Convergent and Divergent thinking)
Independent Variable
Meaningful Learning
Dependent Variable
SCIENTIFIC
SUPPORT
FOUR CHAPTERS
Convergent and Divergent Thinking
CONVERGENT TECHNIQUES
- Multiple Choice - True or False - Filling in the blanks - Matching - Listing - Identifying - Comparing and contrasting - Ranking
DIVERGENT TECHNIQUES
- Open ended questions - Brainstorming - Mind maps - Creating questions - Creating dialogs - Free writing
MEANINGFUL LEARNING AND LEARNING STYLES
COMPONENTS OF MEANINGFUL LEARNING
LEARNING STYLES
Visual
Auditory Kinesthetic
MULTIPLE INTELLIGENCES
METHODOLOGICAL DESIGN
Research type
Research methods
Population and sample
Instruments of data collection
Steps for processing and
analysis
METHODOLOGICAL DESIGNResearch Type
Applied
Descriptive
Of Field Quantitative
Correllational
Transversal
Quasi-experimental
- 2 variables- control and experimental groups
analyzes, describes events
In a natural setting, researcher went to the school to make observations
makes comparisons, the relationship between two or more variables.
observation of all the population, or a representative subset,at one specific point in time.
a fact gathering project to solve a specific problem
-numerical data-formulas, statistical data
METHODOLOGICAL DESIGN
Quasi-experimental Quantitative Qualitative Descriptive
RESEARCH METHODS
Generates statistically analizable data
Determines the relation between the variables
Allows valid interpretation by the researcher
Describes the nature and condition of situations
METHODOLOGICAL DESIGN
INSTRUMENTS FOR DATA COLLECTION
QUESTIONNAIRES CLASSROOM OBSERVATIONS
PRE AND POST TESTS
POPULATION SAMPLE
POPULATION AND SAMPLE
All students in third years of bachelor
190 students of third years of bachelor
STEPS FOR PROCESSING AND ANALYSIS OF DATA
CATEGORIZING
CODING EXCEL TABULATION
DATA PROCESSING
TESTING THE HYPOTHESISTEACHERS’ QUESTIONNAIRE
28%
58%
14%
Teacher's knowledge of Convergent and Divergent thinking
LotEnoughSomethingLittleNothing
TESTING THE HYPOTHESISTEACHERS’ QUESTIONNAIRE
28%
57%
15%
Teachers' attitude to Meaningful learning
Very ImportantImportantSomewhat importantNot important
TESTING HYPOTHESISCLASSROOM OBSERVATIONS
Motivation Participation Achievement Performance Collaboration Acceptance Involvement 0%
20%
40%
60%
80%
100%
120%
Teaching and learning indicators in classroom
ANALYSIS OF STUDENTS’RESULTSMEAN
ANALYSIS OF STUDENTS’ RESULTSVARIANCE
ANALYSIS OF STUDENTS’ RESULTSSTANDARD DEVIATION
TESTING HYPOTHESIS WORKING ( ACCEPTED)• The convergent and divergent thinking promote the meaningful learning
in the classroom on the students of the third year of Bachelor at the “Dr. Francisco Campos Coello” public high school in Guayaquil during the first quimestre of this school year.
• Null (REJECTED) • Alternative (REJECTED)
CONCLUSIONS
• The working hypothesis is accepted because:a) The results can be compared and contrasted when analyzing
the statistical factors in the pre- and post-tests in the experimental group
b) The convergent and divergent thinking activities promoted the meaningful learning and they helped students become more self-directed learners
c) These activities really developed the creativity and analysis• Creative thinking contributes with the communicational skills• Teachers should apply methods and techniques to create a
good environment in the classroom
RECOMMENDATIONS
• To continue implementing activities of convergent and divergent thinking
• Adopt the classroom research as an institutional policy• Provide teachers with training on the new methods and
techniques• Incorporate classroom activities that awaken the students’
interest and desire to learn.
PROPOSAL
HOW TO PROMOTE THE EFFECTIVE LEARNING AT THE “DR. FRANCISCO CAMPOS COELLO” PUBLIC HIGH SCHOOL ON THE STUDENTS OF THE THIRD YEAR OF BACHELOR IN GUAYAQUIL DURING THE FIRST QUIMESTRE OF THIS SCHOOL YEAR
Has 3 units (a week each unit)
DESCRIPTION
TYPES OF THINKING TYPES OF
LEARNING CREATIVITY IN THE CLASSROOM
PROPOSAL’S COMPONENTS
There is no substitute for persistence